Our Lord's method, which we may call the dialogical, has been vindicated by modern research into the dynamics of communication, which has demonstrated conclusively that the to-and-fro process between teacher and pupil, between parent and child, provides the most dependable and permanent kind of education. What is that to-and-fro between one who knows and one who does not? The monological argument against the dialogical process is that the ignorant and untutored have nothing to contribute, so that the addition of zero and zero equals zero. This kind of comment, which is made by surprisingly intelligent and otherwise perceptive people, and all too often by educators, demonstrates how little they know about the processes of learning. Nor does it follow that the dialogical principle forbids the use of the monological method. There is a place for the lecture and for direct presentation of content, but to be most useful they should be in a dialogical context. Furthermore, it is quite possible for a person giving a lecture to give it in such a way that he draws his hearers into active response to his thought, and although they remain verbally silent, the effect is that of dialogue. As a matter of fact, one should not confuse the different methods of teaching with the dialogical concept of communication. Both the lecturer and the discussion leader can be either monological or dialogical, even though they are using different methods. The person who believes that communication, and therefore education, is dialogical in nature, will use every tool in the accomplishment of his purpose. When the question needs to be raised, he may use the discussion method or perhaps some visual aid. When an answer is indicated, he may give a lecture or use some other transmissive resource. But his orientation to his task is based on his belief that his accomplishments as a leader are dependent partly upon what his pupil brings to learning, and that for education to take place their relationship must be mutual.